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Maintaining Best Outcomes for Students in a Congregate Care Setting Amidst a Pandemic
COVID-19 posed immediate and unprecedented challenges to organizations providing intensive behavioral services in a congregate care setting to children and adolescents diagnosed with autism and intellectual/developmental disabilities. The evolving discoveries about the novel virus and how to combat...
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Preparing for the Challenges of Adulthood
The transition for individuals affected by autism from special education services to adult services often poses a great deal of anxiety and barriers for the individual in transition, as well as for their parents, caregivers and service professionals. Under the Individuals with Disabilities...
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Supervision Training: Ensuring Quality at Every Level of an Organization
Interventions for learners with autism have become increasingly nuanced and complex over time. It is not easy for organizations and professionals to stay abreast of the changes in instructional technology. The identification of best practice techniques is a moving target; research continually...
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Evaluating the Ability of Learners with Autism to Work in Small Groups
Learners with autism do well with one on one instruction, and this is widely known. However, the provision of one-to-one instruction on a long-term basis is not efficient or realistic. Funding streams, particularly in adulthood, do not support this level of staffing. Furthermore, the ability to...
